Forthcoming articles

 


International Journal of Mobile Learning and Organisation

 

These articles have been peer-reviewed and accepted for publication in IJMLO, but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

 

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International Journal of Mobile Learning and Organisation (17 papers in press)

 

Regular Issues

 

  • A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach   Order a copy of this article
    by Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone 
    Abstract: With the popularization of broadband and wireless Internet technologies, researchers have attempted to develop mobile device-based learning systems to enable students to seamlessly learning in anywhere and anytime through internet network connections. However, it is difficult for teachers to provide the manner for asking students to share explanations with peers. To cope with this issue, this study proposes an enhanced inquiry-based learning approach for eliciting and sharing knowledge from students investigation of a problem or task. Based on the proposed approach, a ubiquitous learning support system has been implemented in a web-programming course; moreover, an experiment was conducted on university students to evaluate the performance of our approach. By analysing the results from the two groups of students participating in the different systems, it was found that the proposed approach effectively enhanced the students learning achievement and promoted positive perception toward the system. Furthermore, the proposed approach benefited both male and female students in the terms of learning achievement and perceptions.
    Keywords: interactive mobile learning environment; knowledge management; higher education; individual difference in education; active learning pedagogy.

  • A Bibliometric Analysis of M-Learning from Topic Inception to 2015   Order a copy of this article
    by Monther M. Elaish, Liyana Shuib, Norjihan Abdul Ghani, Ghulam Mujtaba, Nader Ale Ebrahim 
    Abstract: Mobile learning is a promising and widely adopted mode of education nowadays. However, to the best of our knowledge, there have been no studies that have investigated publications on the use of mobile learning in the Thomson Reuters Web of Science (WoS) through bibliometric analysis. This study aims to provide readers with statistical information to obtain a deep understanding of this domain. The results show that 3087 mobile learning publications have been published since 1982. As a result, the study has compared and determined the possible ways for researchers and authors to improve the citation rate of their publications on m- learning and to gain a deeper understanding of the field of mobile learning by studying the number of publications and country, the number of authors, the keywords, the number of references, the number of pages, the journal, the authors publications, and the number of citations. Additionally, other bibliometric results are discussed.
    Keywords: Mobile learning; m-learning; Web of Science; bibliometric.

  • Effects of a Personalized Ubiquitous Learning Support System based on Learning Style-Preferred Technology Type Decision Model on University Students SQL Learning Performance   Order a copy of this article
    by Jirapipat Thanyaphongphat, Patcharin Panjaburee 
    Abstract: With the advancement of mobile device and wireless communication technologies, personalized ubiquitous learning support systems providing learning material corresponding student preference have been becoming an important research issue. This study focuses on developing such a learning support system based on learning styles and preferred technology types to recommend a proper digital learning material. A two-step experiment was conducted: the first study, involving 190 university students, explored a learning style-preferred technology type decision model for recommending digital learning material to individual students. The second study, involving 39 university students, empirically evaluated the effectiveness of the decision model-based personalized ubiquitous learning support system and the experiment was based on a pre-test and post-test design. The results of the two-part experiments showed that a) the decision model is able to recommend proper learning material to individual students based on their learning style and preferred technology type, and b) the learning support system demonstrated good performance concerning the gain of knowledge and learning motivations.
    Keywords: mobile learning environment; individual difference in education; computer science education; higher education.

  • A mobile game-based C programming language learning: Results of university students achievement and motivations   Order a copy of this article
    by Kannika Daungcharone, Patcharin Panjaburee, Krittawaya Thongkoo 
    Abstract: Teaching and learning process has been modified from lecture-based learning to be more interesting and motivating learning environment with the use of modern technologies and variety of technological tools. The educational computer game, which is one of the effective learning tools, has been used to support teaching and to motivate learning in various subjects. With less computer game in higher education, especially on C programming language course, this study developed a mobile game for simulating the compiler working with human daily life situations for the C programming language learning. The developed game was conducted on university students for evaluating the overview of students C programming language motivation and learning achievement. Moreover, this study examined the differences of motivation and learning achievement between students who had experience and inexperience with educational computer games.
    Keywords: Computer science education; Higher education; Interactive mobile learning environments; Human-computer interface.

  • The Effect of Using a Semi-Automated Image Processing Mobile Application on Undergrad Students' Perception in Complex Science Experiment   Order a copy of this article
    by Jakkrit Junrat, Niwat Srisawasdi, Kanda Saikaew 
    Abstract: Certain scientific education experiments require calculation and analysis, which take multiple steps and a large amount of time. It would be more effective in science lab learning if we could apply a mobile device technology to help students deal with complicated steps in the scientific analysis. SDS-PAGE is a basic protein analysis for several applications, such as disease markers or drug targets in medicine. SDS-PAGE users have to calculate the protein molecular weight before performing a further step, but the traditional approach consists of several complex steps, such as taking a logarithm of every single molecular weight of standard markers. This article implemented and evaluated a novel method for calculating the protein molecular weight on SDS-PAGE using a mobile app and applied it to a science lab experiment to support learning from anywhere at any time. The experimental results showed that the average protein molecular weight calculation time of the mobile app approach was significantly lower than the traditional approach. In addition, based on the perception questionnaire, it was found that the protein learning time was reduced and user satisfaction was increased.
    Keywords: Mobile Learning; Ubiquitous Learning; Science Experiments; Electrophoresis; SDS-PAGE Gel Analysis.

  • Evaluating pre-service kindergarten teachers intention to adopt and use tablets into teaching practice for natural sciences   Order a copy of this article
    by Michail Kalogiannakis, Stamatios Papadakis 
    Abstract: Mobile technology is one of the dominating trends of educational applications for new technologies. Adapting smart mobile devices to teach the natural sciences in preschool education depends to a great extent, on whether the kindergarten teachers themselves believe that smart mobile devices contribute positively to their teaching methods. The current study uses the Technology Acceptance Model (TAM) to examine how the skills of pre-service kindergarten teachers in ICT (Information and Communication Technologies) and their attitude towards the use of mobile devices affect their willingness to use smart mobile devices to teach natural sciences in kindergarten. The survey participants comprised 75 students from a Greek university, and several constructs related to technology acceptance were measured. As there are many ICT tools that teachers can use to support teaching and learning, the results indicate that the pre-service teachers attitude toward the usefulness of mobile learning in the teaching process has the strongest influence on their intention to adopt mobile learning followed equally by perceived ease of use.
    Keywords: Pre-service kindergarten teachers; Natural Sciences; Smart mobile devices.

  • EFFECTIVENESS OF THE NEW GENERATION E-BOOK APPLICATION FOR MOBILE PHONES IN IMPROVING THE CONCEPTUAL MASTERY OF KINEMATICS   Order a copy of this article
    by Parlindungan Sinaga, Amsor Amsor, Febby Cahyanti 
    Abstract: This research aims to develop a new generation e-book application for mobile phones and determine its effectiveness in improving students conceptual mastery as compared to paper based-books. The research and development method was adopted in this study. The participants involved 76 secondary school students sampled using the purposive sampling technique, divided equally into the experimental and control classes. The instruments used included tests on the conceptual mastery of the topics of linear motion and circular motion and a four-rating scale questionnaire. The data were analyzed using t-test. The results showed a significant difference in the conceptual mastery of the experimental and control classes. It was found that the improved conceptual mastery of the experimental and control class was influenced by the topics, presumably caused by the different amounts and variations of the static and dynamic representational modes used.
    Keywords: new-generation e-book; effectiveness; conceptual mastery; mobile phones; kinematics; improving.

  • Factors affecting students' behavioural intention in museum-based context-aware ubiquitous learning activities   Order a copy of this article
    by Yun-Fang Tu 
    Abstract: This study proposes a museum-based context-aware ubiquitous language learning (ULL) system for engaging students which integrates socio-cultural contexts while learning English. The factors affecting the students' behavioural intention were investigated. The results demonstrate that the university students' complex problem-solving tendency had a significant positive influence on their effort expectancy and hedonic motivation. When the learners' awareness of the complex problem-solving tendency increased, their preference for learning with the system increased as well; when the students' autonomy and self-learning in relation to accomplishing the learning tasks rose, their usage intention also increased. In addition, performance expectancy, social influence, hedonic motivation, and self-management of learning had positive effects on the students' behavioural intention to use the museum-based context-aware language learning system. It was also found that the high-performance students spent more time working on the tasks, while the low-performance students spent more time reading the learning materials.
    Keywords: mobile learning; ubiquitous learning; context awareness; museum-based learning; ubiquitous language learning.
    DOI: 10.1504/IJMLO.2018.10013371
     
  • Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: a case study in Greece   Order a copy of this article
    by Stamatios Papadakis 
    Abstract: The unique characteristics of smart mobile devices have the great potential to enrich the teaching and learning experience. A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. The purpose of the present paper attempts to examine teachers' background variables, such as age and gender, with respect to whether and to what extent they influence the use of mobile devices in class. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find and understand teacher acceptance of smart mobile devices better. Data were collected from 125 pre-service teachers who were studying in a one-year programme of pedagogical training in Greece. Results revealed that pre-service teachers have positive opinions about mobile devices. There is no gender and age difference regarding the purpose for using smart mobile devices. Implications of the findings and limitations along with future research directions are also discussed.
    Keywords: TAM; technology acceptance model; mobile devices acceptance; gender; age; pre-service teachers.
    DOI: 10.1504/IJMLO.2018.10013372
     
  • Reasons and attributes for the use of mobile learning in a Brazilian financial institution   Order a copy of this article
    by George Leal Schafflor Mello, Gardênia Da Silva Abbad, Lana Montezano 
    Abstract: This article aims to identify the main reasons and attributes perceived by actors involved in the adoption of a mobile learning model and its influences in the construction of the foundations for a possible training transfer evaluation model in business team training, adopted by financial organisation present in 23 countries, with assets of US$315 billion. The study was a descriptive-exploratory, cross-sectional, qualitative case study, using data collection techniques of documentary research, focus groups, interviews and questionnaires. Documentary and content analysis by judges were used. The main reasons identified were applicability in the work and support for the presential instruction, and the key attributes were mobility, ubiquity, ease, interactivity and convenience. Further studies are recommended for a better understanding of the learning process in the new mobile reality, as well as for the improvement of the specific instructional design and evaluation of the results produced.
    Keywords: training; development and education; e-learning; mobile learning; m-learning; ubiquitous learning; situated learning.
    DOI: 10.1504/IJMLO.2018.10013373
     
  • Trends of mobile technology-enhanced medical education: a review of journal publications from 1998 to 2016   Order a copy of this article
    by Ching-Yi Chang, Gwo-Jen Hwang 
    Abstract: The present study systematically reviewed the publications in journals from 1998 to 2016, examining the application domains, subjects, adopted learning strategies, research issues and the findings of mobile technology-assisted medical education. The results indicated that the applications of mobile technology in medical education and training have not yet gained popularity. Although there were increasing number of mobile learning studies in medical education and the recent research outcomes have become more diverse, mobile learning is mainly applied to medical education for improving learners' knowledge comprehension and skills rather than facilitating their higher order thinking (e.g. problem solving or critical thinking). On the other hand, it is found that the number of studies using an experimental design increased greatly in recent years. Most studies adopted questionnaire surveys to examine learners' cognitive performance and concepts, while learning behaviours were seldom analysed. Accordingly, several research issues of mobile medical education are proposed.
    Keywords: mobile learning; ubiquitous learning; medical education; literature review; research trends; learning strategy; technology-enhanced learning; research method; medical course; e-learning.
    DOI: 10.1504/IJMLO.2018.10013375
     
  • Validating student satisfaction with a blended learning scheme in Universitas Terbuka setting   Order a copy of this article
    by Maximus Gorky Sembiring 
    Abstract: Blended learning scheme of Universitas Terbuka was explored here. It was aimed at validating on how, in what routines independent, moderating and dependent variables involved were interrelated. Exploratory design was utilised as part of mixed method. It was qualitatively established first that blended learning satisfaction reflected by instruction, interactivity, instructor, management, technology and OER-wise. Satisfaction led to student learning, competence, motivation, retention and value. It was quantitatively hypothesised that satisfaction was influenced by independent and it had corollary to the dependent variables. This configuration was completed through reviews and focus-group discussions prior to performing survey. Important-performance analysis (IPA) and customer-satisfaction index (CSI) were utilised to measure satisfaction and importance degree. Eleven hypotheses were assessed using structural-equation model (SEM); nine were validated. Management was the most influential factor, followed by interactivity, instructor, and instruction; excluding OER-wise and technology. Retention was influenced by satisfaction, followed by enhance learning, value, motivation and competence.
    Keywords: blended learning; exploratory design; IPA; CSI; SEM.
    DOI: 10.1504/IJMLO.2018.10013378
     

Special Issue on: TALE2017 Innovative Engineering Education for Smarter World

  • Primary School Students Intrinsic Motivation to Plugged and Unplugged Approach to Develop Computational Thinking   Order a copy of this article
    by Shan Jiang, Gary K.W. Wong 
    Abstract: This paper compared primary school students intrinsic motivation to plugged and unplugged approach to develop computational thinking using a revised Intrinsic Motivation Inventory. A total of 400 fourth-graders who have completed a school-provided coding course participated in the study. The revised instrument examined students motivation of the two learning approaches from four dimensions: interest, perceived competence, value, and relatedness. The main findings of the study are: (1) primary school students show moderate to high motivation to learn computational thinking through both plugged and unplugged approach; (2) compared to unplugged approach, students gain higher perceived competence from plugged approach; (3) the revised Intrinsic Motivation Inventory has good psychometric properties in the context of computational thinking except for the close correlation among different dimensions.
    Keywords: Computational thinking; coding education; programming; K-12.

Special Issue on: Technological Transformations in Open and Innovative Education in the Mobile Era

  • Developing social entrepreneurs through distance education: The value of commitment and interactivity with the learning community   Order a copy of this article
    by Marta Solórzano-García, Julio Navío-Marco 
    Abstract: Given that the creation of successful interactions and collaboration networks develops into sustainable and successful social entrepreneurial organizations, learning communities can serve as an ideal environment to train students in social entrepreneurship. This paper describes massive open online learning communities as an appropriate methodology for the distance teaching of social entrepreneurship and how the students on a massive online open course in social entrepreneurship commit to the learning community generated in this virtual environment. Data from a pioneer social entrepreneurship massive open online learning communities were analyzed using three statistical methodologies. The analysis demonstrates that a students commitment to the distance learning community is directly related to his degree of participation, the rewards received, his correspondence with the other students and recognition from the other members of the community.
    Keywords: Social entrepreneurship; distance education; commitment; online interaction; learning communities; mobile learning; massively open online courses; MOOC; social network analysis; social constructivism; collaborative learning; statistical analysis; learning engagement; social presence; digital badgets.

  • Trends of digital game-based learning in the mobile era: A systematic review of journal publications in 2007 to 2016   Order a copy of this article
    by Ching-Yi Chang, Gwo-Jen Hwang 
    Abstract: The application of mobile learning and the use of game-based instructional strategies have been demonstrated as promoting students learning performances and motivation. Over the past decade, many researchers and educators have integrated mobile technology and the features of gaming into their instructional designs; however, there has been little systematic review of the applications and trends in mobile technology-supported gaming. In the present study, related international journal publications from 2007 to 2016 were reviewed by searching the WOS database. The aim of this literature review was to highlight the research domain and issues of promoting game-based learning in future mobile technology. Based on this review, trends in mobile game-based learning are proposed from various aspects, such as the adoption of mobile technologies, gaming types, application domains, learning strategies, research issues, research methods, and participants. Accordingly, several suggestions are given for future studies.
    Keywords: digital game-based learning; mobile learning; ubiquitous learning; mobile games; educational games.

  • Matching of Compatible Different Attributes for Compatibility of Members and Groups   Order a copy of this article
    by Pratya Nuankaew, Punnarumol Temdee 
    Abstract: The compatibility of members and groups requires appropriate matching, which depends on the level of attitudes towards the components of a mentoring system. Generally, a mentoring system consists of two roles, including the mentor and mentee. Identifying how to classify these compatible roles from a large group of members in an online community can be a challenging task. This paper proposes a matching model for classifying the compatibility of mentors and mentees in a large group by using compatible different attributes. More specifically, the compatible different attributes consist of 24 attributes of attitude towards similarities and dissimilarities attributes between mentors and mentees. The data was collected from 32 mentors and 205 mentees at 4 universities including Mae Fah Luang University, University of Phayao, Chiang Rai Rajabhat University, and Rajabhat Maha Sarakham University. The collected data was classified utilising two primary classifiers, namely k-means and k-medoids, in order to compare the classification results. Overall, comparison showed that k-medoids provided better classification results than k-means.
    Keywords: Mentoring Model; Online Mentoring; Compatibility Different Attribute; Classification.

  • The Effects of Mobile Learning for Nursing Students: An Integrative Evaluation of Learning Process, Learning Motivation, and Study Performance   Order a copy of this article
    by Kam Cheong Li, Linda Yin-king Lee, Suet-lai Wong, Ivy Sui-yu Yau, Billy T.M. Wong 
    Abstract: This paper reports a study on the relationships between the variables of nursing students learning motivation, perception of their mobile learning practice and their study performance. A total of 225 undergraduate nursing students participated in the research. They used a mobile app for fostering clinical knowledge and skills acquired in class, and took part in a questionnaire survey as well as a before-and-after test of their study performance. The results showed that, despite a statistically significant improvement in their study performance after using mobile devices for learning, this improvement was positively correlated with only some of the motivational factors (i.e., mastery goal orientation and intrinsic value) and certain variables (e.g., learners prior knowledge) in the Framework for the Rational Analysis of Mobile Education used for conceptualising mobile learning. Also, the results of factor analysis suggested three latent factors among all the variables in the model.
    Keywords: mobile learning; m-learning; nursing education; nursing students; FRAME model; learning process; learning motivation; study performance.